Descriptions of Professional Learning Among Members of Professional Development School Triads

• In Event: Studying Practices That Promote Professional Learning in Professional Development School Partnerships

Abstract

PDS participants make an explicit commitment to enhance the learning of novice and veteran teachers and to promote inquiry about classroom practice. In this paper, we share findings emerging from an in-depth qualitative study of two PDS “triads” – student teachers (“interns”), mentor teachers, and supervisors. The paper focuses on how members of the triads describe their own and each other’s learning and inquiry about practice as they collaborate in the design and enactment of mathematics instruction in fifth and sixth grade classrooms.

Authors

• Gwendolyn Lloyd, The Pennsylvania State University

• Andrea McCloskey, The Pennsylvania State University

• Courtney Lynch, The Pennsylvania State University